Abstract
Jordanian higher education institutions are placing great emphasis on educational technology. Nearly one-third
of the population is students. Among student teachers who may have different views about the inclusion of
international technology education standards in mainstream academic programs. However, gender type,
academic qualification, and educational experience of student teachers’ estimates of the degree of availability of
international technology education standards, in academic programs, in the faculty of educational sciences at the
University of Jordan in Amman, Jordan, were studied. A randomized stratified sample consisted of (250) male
and female graduate and undergraduate student teachers were selected during the fall of 2014/2015. To achieve
the objectives of the study, a questionnaire consisted of (55) items was built. Both validity and reliability were
secured for the questionnaire. The results showed no statistically significant differences in student teachers’
estimates with regard to their gender on all dimensions, except for the dimension "technology operations and
concepts", and in favor of female student teachers. Moreover, no statistically significant differences in student
teachers’ estimates with regard to their academic qualification on all dimensions, except for dimensions
"technology operations and concepts", and "social, ethical, legal, and human issues", and in favor of graduate
student teachers. Furthermore, no statistically significant differences in all dimensions of the questionnaire were
found due to student teachers’ educational experience.